This is Kat's html page, of which she is quite proud.
Reflection: UDL
Having been introduced to UDL in the past, but not given the chance to explore it in detail, I went into this project excited about what I would discover, and I was not disappointed (at least not overall).
I enjoyed taking the learning styles test and discovering that I am a kinesthetic /visual learner. This explains why I prefer using different colored pens, taking notes on everything, reading instructions rather than listening to them, and reading information from a textbook rather than listening to a lecture. I tend to let my mind wander during long lectures with no visuals or text, so this test gave some good ideas to keep me focused even without visual stimulation. I printed out a copy of the suggestions for each learning type and I will keep them for reference when I encounter students who need help.
I enjoyed exploring the CAST website, I thought that it was well laid out and full of good references for teachers using UDL. I especially liked the lesson planner part of the website because I had not had any experience with UDl style lesson plans before seeing the website. I will definitely be returning to the lesson planner in the future. I was a little confused by the activities. I completed the “design an Indian meal” and “brain networks” activities. While I was able to figure out what the activities were actually meant to test, it would have been more clear if the website had done a better job explaining how to use the results of the activities. I fully support UDL and implementing it into classrooms. I think that the best approach to teaching should be teaching to every student, and not just making constant adjustments for those who do not fall in the middle ground. The ebook was a great introduction to UDL and how to implement it in the classroom and I bookmarked the page for reference in the future. One thing that I gathered from the book that concerns me, however, is the fact that in order to implement UDL successfully, a school has to have funding available to them. I think this a huge detriment to schools especially in a time when budgets are being slashed and programs are being cut. One thing I think the CAST website should include is a large section on funding for UDL and perhaps some links to upcoming grant programs, fundraising ideas, or other creative ways to ease the financial burden of implementing UDL in schools
Reflection: Assistive Technology
My brother Michael is Autistic. He is a highly functioning Autistic who does not need assistive technology, but through him I have been involved with Special Olympics, a special needs CCD (Catholic education for public school students), and other groups which have exposed me to people who use assistive technology in their everyday lives. My aunt is also an occupational therapist and through her I have been exposed to many of the more common forms of assistive tech (like the different types of wheel chairs). Through all my experience I have observed one thing that I think is very powerful, no matter what the assistive technology used, the aim is always the same: to let that individual be a more active member of society in a way they never could without the technology. As a future teacher, I am excited that so many new technological advances are being made for students with special needs. I have known many special needs children, and they are smart, but many have trouble accessing the information because of their disability, and if we have the ability to get around those barriers and allow those students to grasp the material then I think their potential as students is going to soar. Having Michael as a brother has conditioned me to expect more out of kids with special needs than most other people do, because I know they can do more than most people give them credit for. I will welcome any special needs students into my classroom and, hopefully, with all the available resources and technology I will be able to help them reach their academic potential.
All that being said I have learned more about assistive technology from this assignment. I have learned that there are multiple online resources now available for teachers who need to use the technology to help their students. I was especially impressed with Apple and Microsoft’s websites that included guides on how to use their products to better assist people with disabilities. I did not know that that kind of information would be right on the company website and I am glad it is accessible for anyone to use. I was also very surprised that musical instruments could be altered in such a way as to allow people with disabilities to use them. Although I doubt they can be altered for all types of disabilities, such as extreme cerebral palsy, I am glad that more special needs students are able to participate in school activities.
Reflection: Virtual Fieldtrips I was sold on the idea of virtual fieldtrips before completing this assignment, but I am ever more excited to use them in my own classroom after exploring the links and trying out the whale fieldtrip for myself. While virtual fieldtrips do not allow the same sensory experiences that physical field trips do (the sounds, smells, and feel of museums are things that I think lend a lot to the experience), they allow students the opportunity to “visit” places they may never get to see in person. I would personally prefer a 360 virtual tour of the Louvre over no tour at all. Virtual fieldtrips allow students to interact with their lessons, exploring the websites at their own pace, look at pictures, and watch videos. All these things can make a subject much more accessible, especially to students of the digital age. Virtual fieldtrips are a wonderful resource for teachers. Teachers do not have to worry about funding, transportation, permission slips, chaperones, and all the other extra stressors that come from planning a trip with children. Students can visit the websites whenever they have access to a computer; they are not confined to business hours and they do not have to wait in line. They can return to the sites as often and for as long as they wish. There is no doubt in my mind that I will be using virtual fieldtrips in the classroom. As a future social studies teacher, I can use the trips to help my students interact with ancient cultures (such as with the ancient Egypt exhibit) or to learn about American regional history (the New England exhibit). My students may never get to see the pyramids in person, but virtual fieldtrips could make them more than just words in a textbooks.
Reflection: UDL
Having been introduced to UDL in the past, but not given the chance to explore it in detail, I went into this project excited about what I would discover, and I was not disappointed (at least not overall).
I enjoyed taking the learning styles test and discovering that I am a kinesthetic /visual learner. This explains why I prefer using different colored pens, taking notes on everything, reading instructions rather than listening to them, and reading information from a textbook rather than listening to a lecture. I tend to let my mind wander during long lectures with no visuals or text, so this test gave some good ideas to keep me focused even without visual stimulation. I printed out a copy of the suggestions for each learning type and I will keep them for reference when I encounter students who need help.
I enjoyed exploring the CAST website, I thought that it was well laid out and full of good references for teachers using UDL. I especially liked the lesson planner part of the website because I had not had any experience with UDl style lesson plans before seeing the website. I will definitely be returning to the lesson planner in the future. I was a little confused by the activities. I completed the “design an Indian meal” and “brain networks” activities. While I was able to figure out what the activities were actually meant to test, it would have been more clear if the website had done a better job explaining how to use the results of the activities.
I fully support UDL and implementing it into classrooms. I think that the best approach to teaching should be teaching to every student, and not just making constant adjustments for those who do not fall in the middle ground. The ebook was a great introduction to UDL and how to implement it in the classroom and I bookmarked the page for reference in the future. One thing that I gathered from the book that concerns me, however, is the fact that in order to implement UDL successfully, a school has to have funding available to them. I think this a huge detriment to schools especially in a time when budgets are being slashed and programs are being cut. One thing I think the CAST website should include is a large section on funding for UDL and perhaps some links to upcoming grant programs, fundraising ideas, or other creative ways to ease the financial burden of implementing UDL in schools
Reflection: Assistive Technology
My brother Michael is Autistic. He is a highly functioning Autistic who does not need assistive technology, but through him I have been involved with Special Olympics, a special needs CCD (Catholic education for public school students), and other groups which have exposed me to people who use assistive technology in their everyday lives. My aunt is also an occupational therapist and through her I have been exposed to many of the more common forms of assistive tech (like the different types of wheel chairs). Through all my experience I have observed one thing that I think is very powerful, no matter what the assistive technology used, the aim is always the same: to let that individual be a more active member of society in a way they never could without the technology. As a future teacher, I am excited that so many new technological advances are being made for students with special needs. I have known many special needs children, and they are smart, but many have trouble accessing the information because of their disability, and if we have the ability to get around those barriers and allow those students to grasp the material then I think their potential as students is going to soar. Having Michael as a brother has conditioned me to expect more out of kids with special needs than most other people do, because I know they can do more than most people give them credit for. I will welcome any special needs students into my classroom and, hopefully, with all the available resources and technology I will be able to help them reach their academic potential.
All that being said I have learned more about assistive technology from this assignment. I have learned that there are multiple online resources now available for teachers who need to use the technology to help their students. I was especially impressed with Apple and Microsoft’s websites that included guides on how to use their products to better assist people with disabilities. I did not know that that kind of information would be right on the company website and I am glad it is accessible for anyone to use. I was also very surprised that musical instruments could be altered in such a way as to allow people with disabilities to use them. Although I doubt they can be altered for all types of disabilities, such as extreme cerebral palsy, I am glad that more special needs students are able to participate in school activities.
Reflection: Virtual Fieldtrips
I was sold on the idea of virtual fieldtrips before completing this assignment, but I am ever more excited to use them in my own classroom after exploring the links and trying out the whale fieldtrip for myself. While virtual fieldtrips do not allow the same sensory experiences that physical field trips do (the sounds, smells, and feel of museums are things that I think lend a lot to the experience), they allow students the opportunity to “visit” places they may never get to see in person. I would personally prefer a 360 virtual tour of the Louvre over no tour at all. Virtual fieldtrips allow students to interact with their lessons, exploring the websites at their own pace, look at pictures, and watch videos. All these things can make a subject much more accessible, especially to students of the digital age.
Virtual fieldtrips are a wonderful resource for teachers. Teachers do not have to worry about funding, transportation, permission slips, chaperones, and all the other extra stressors that come from planning a trip with children. Students can visit the websites whenever they have access to a computer; they are not confined to business hours and they do not have to wait in line. They can return to the sites as often and for as long as they wish.
There is no doubt in my mind that I will be using virtual fieldtrips in the classroom. As a future social studies teacher, I can use the trips to help my students interact with ancient cultures (such as with the ancient Egypt exhibit) or to learn about American regional history (the New England exhibit). My students may never get to see the pyramids in person, but virtual fieldtrips could make them more than just words in a textbooks.
This is the youtube link to my digital story: http://youtu.be/152qKFWIxAU